Author: Talia Delmonico Grade Level: 6 Course: General Science
Purpose of Unit
Matter is very important.Matter composes everything around us in the world. Students have already been introduced to this topic in the previous lesson. This lesson will further their undestanding of Matter. The purpose of this unit is to educate students about the characteristics of a solid,liquid,and gas. Examples will be given of each state of matter and students will be able to connect what they are learning to the real world. Students will learn how particles of solids,liquids,and gases are arranged and will be able to distinguish between them. Also, surface tension and viscosity will be introduced to prepare students for their further educational experiences.
Students will further their understanding of this topic by observing, modeling, reviewing, discussing, reading, and completing labs and worksheets about the states of matter.
Learning Performances and Standards
State/GSE's:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
4b. Students demonstrate an understanding of the states of matter by predicting the effects of heating and cooling on the physical state, volume and mass of a substance.
National:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Motions and forces
Transfer of energy
Students will...
describe characteristics of a solid, liquid, and gas.
model with clay to introduce atoms
use a table to organize the states of matter and their characteristics
investigate the viscosity of different liquids during a lab and construct bar graphs to compare/contrast
measure surface tension of a penny during a lab
predict what will happen before a demonstration (gas)
apply what they have learned in review bingo
question, inform, and learn from others
reviews and thinks critically about past activities
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
This unit is broken up into five parts. The first part, the introduction I will conduct a pre-assessment after a demonstration to see what students already know and find out about their misconceptions. By probing students I will be able to address their ideas throughout the unit. The next part is the section on Solids. I plan on having informal discussions with the class. As they learn more about the topic, I plan on oral questioning to relate what they know to what they have learned. I will use "exit tickets" as an artifact in this section. Students will form operational defintions based on an experiment and hand them in at the completion of class. A "Solid State" puzzle will be given for homework. For the "Liquid" section students will participate in a "think-pair-share" and hand in their ideas so I can see what they are thinking. Also,there are a few experiments they will participate in involving the Liquid state. The assessment for the lab's will be completed lab sheets, data tables, and graphs. Homework for the Liquid state will be a worksheet. There will also be a demonstration called "Tissue in a cup" where students will write about,draw,or color pictures to express their understanding of their observation. The last state, Gas, students will be assessed by oral questioning and a worksheet in class. Lastly, before the Unit test Review Bingo will be the review assessment, where students win by "marking" corrrect answers to questions on their Bingo card. The Unit Test will be a formative assessment.
Rationale
The students already have been introduced to Matter in the previous unit. In this unit, States of Matter, students will gain a deeper understanding of how matter changes and what causes matter to change. In the students' daily lives, they encounter a variety of matter in the different states. This lesson will allow them to conceptualize these common occurences in their daily lives.
Students will learn that Matter is a part of eveyday life. I belive that by introducing the topics, discussing them,demonstrating or participating in laboratories, and reading from the text that students will gain knowledge on the subject. Students will be introduced to the States of Matter by completing a KWL chart and a graph in their notebooks that will be updated throughout the lesson. By breaking up the three States of Matter, discussing and then demonstrating each one, letting students examine them in labs, then ding the readings to bring it all together I think that this unit is well paced and balanced. Students will be assessed through open discussions, group work, worksheets, and laboratories. There are several laboratories I used in this unit so student will investigate changes in matter, measure, predict, and apply what they have learned for the unit. At the end a review bingo will take place, students will be able to take what they have learned from the review and apply it on a unit test.
Title: Solid, Liquid, and Gases
Author: Talia Delmonico
Grade Level: 6
Course: General Science
Purpose of Unit
Matter is very important.Matter composes everything around us in the world. Students have already been introduced to this topic in the previous lesson. This lesson will further their undestanding of Matter. The purpose of this unit is to educate students about the characteristics of a solid,liquid,and gas. Examples will be given of each state of matter and students will be able to connect what they are learning to the real world. Students will learn how particles of solids,liquids,and gases are arranged and will be able to distinguish between them. Also, surface tension and viscosity will be introduced to prepare students for their further educational experiences.Students will further their understanding of this topic by observing, modeling, reviewing, discussing, reading, and completing labs and worksheets about the states of matter.
Learning Performances and Standards
State/GSE's:PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
- 2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
- 2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
- 4b. Students demonstrate an understanding of the states of matter by predicting the effects of heating and cooling on the physical state, volume and mass of a substance.
National:NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Students will...
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
MatterClass 1: Introduction to States of Matter
- Opening: Demonstration (alka-seltzer tab and film container)
- Probe with a question: This demo had 3 states of matter does anyone know what they are? Which is a solid, liquid gas?
- Display on board/easel the 3 states of matter; pull from students the characteristics of these states (compare/contrast)
- Make 3 column chart for solid, liquid, gas (will fill in as lesson progresses)
Class 2:- Solids:pages 42-43 read together (for low group pg 8 in Matter, Matter, Everywhere)
- Discuss particles in a solid (atom) (students will use clay to mold)
Class 3:- Review
- Discovery Lab pg 42 in text
- Copy states of matter chart in notebooks (progressively fill out)
- Solid phase puzzle
Class 4:- Review puzzle
- Discuss particles in liquid
- Introduce viscosity (think-pair-share)
Class 5-6:- Labs on viscosity (ketchup and "let's race") complete lab sheet and graphs
- Read pg 45-46 together in text (pg 9 low group)
Class 7-8:- Labs on surface tension (how many drops can a penny hold,amazing water race) complete lab worksheet
- Liquid worksheet for homework
Class 9:- Open with trivia question on easel/board
- Demonstration with cup and tissue in water
- Students write observations in notebook
Class 10:- Read about gas particles pg 47
- Students complete gas worksheet in class and we correct it together
- Have students study for review bingo to earn extra points on test
Class 11:- Review Bingo
Class 12:Lesson Sequence
Rhode Island Department of EducationLesson Plan
Lesson 1: Introduction
Lesson 2: The Solid State
Lesson 3: Solids
Lesson 4: Particles in a Liquid
Lesson 5: Viscosity "Let's Race"
Lesson 6: Viscosity "Ketchup Race"
Lesson 7: Surface Tension "Amazing Water Race"
Lesson 8: Surface Tension "Drops on a Penny"
Lesson 9: The Gaseous State "Tissue in a Cup"
Lesson 10: Gases
Lesson 11: Review Bingo
Lesson 12: Chapter Test
Assessment Plan
This unit is broken up into five parts. The first part, the introduction I will conduct a pre-assessment after a demonstration to see what students already know and find out about their misconceptions. By probing students I will be able to address their ideas throughout the unit. The next part is the section on Solids. I plan on having informal discussions with the class. As they learn more about the topic, I plan on oral questioning to relate what they know to what they have learned. I will use "exit tickets" as an artifact in this section. Students will form operational defintions based on an experiment and hand them in at the completion of class. A "Solid State" puzzle will be given for homework. For the "Liquid" section students will participate in a "think-pair-share" and hand in their ideas so I can see what they are thinking. Also,there are a few experiments they will participate in involving the Liquid state. The assessment for the lab's will be completed lab sheets, data tables, and graphs. Homework for the Liquid state will be a worksheet. There will also be a demonstration called "Tissue in a cup" where students will write about,draw,or color pictures to express their understanding of their observation. The last state, Gas, students will be assessed by oral questioning and a worksheet in class. Lastly, before the Unit test Review Bingo will be the review assessment, where students win by "marking" corrrect answers to questions on their Bingo card. The Unit Test will be a formative assessment.Rationale
The students already have been introduced to Matter in the previous unit. In this unit, States of Matter, students will gain a deeper understanding of how matter changes and what causes matter to change. In the students' daily lives, they encounter a variety of matter in the different states. This lesson will allow them to conceptualize these common occurences in their daily lives.Students will learn that Matter is a part of eveyday life. I belive that by introducing the topics, discussing them,demonstrating or participating in laboratories, and reading from the text that students will gain knowledge on the subject. Students will be introduced to the States of Matter by completing a KWL chart and a graph in their notebooks that will be updated throughout the lesson. By breaking up the three States of Matter, discussing and then demonstrating each one, letting students examine them in labs, then ding the readings to bring it all together I think that this unit is well paced and balanced. Students will be assessed through open discussions, group work, worksheets, and laboratories. There are several laboratories I used in this unit so student will investigate changes in matter, measure, predict, and apply what they have learned for the unit. At the end a review bingo will take place, students will be able to take what they have learned from the review and apply it on a unit test.
EDC 430 F08 Unit Plan Eval - Talia